literacy grade level expectations for grade kindergarten

1、connecticut pk- 8 english language art curriculum standards october 2009 introduction the connecticut prek-8 english language arts curriculum standards template is intended to be a structure by which a school district may develop its own literacy curriculum. literacy in connecticut addresses reading

2、, writing, listening, speaking, viewing, and presenting. this document is not to be used as a comprehensive curriculum. it is expected a district download this document and add to it as necessary, adding columns for strategies, materials and resources, professional development, family connections, e

3、tc. it is through rich discussions between administrators, teachers, and staff that an effective, aligned pk-12 curriculum must be developed. curriculum must be directly linked to a districts vision, mission, cascading goals, instructional practices, pacing guides, resources and materials, formative

4、 and summative assessments, embedded, ongoing professional development, and personnel evaluations. curriculum development must be guided and supported by leadership. time and money must be allocated for sustained, ever-evolving curriculum development. curriculum and instructional changes must be fou

5、nded on accurate data collection, disaggregation, analysis, evaluation, and presentation. foundation the 2006 connecticut english language arts curriculum framework is the foundation on which the 2007 connecticut prek-8 english language arts curriculum standards template was developed. the format, w

6、hich is structured by grade levels, includes the original broad framework (first column), aligned to more specific grade-level expectations (second column), and correlated to assessment expectations (third column). additionally, aligned lesson plans and pacing guides, for after reading comprehension

7、 formative assessments, are included as links on the csde website. these documents present the content, concepts, and skills that students need to be literate in the 21st century. the expectations, which are aligned with the preschool curriculum framework, are clearly aligned with national standards

8、 of the international reading association and the national council of teachers of english, and are similar in scope and sequence to the highly respected standards of california and massachusetts. educators representing districts across the state, the regional education service centers, professional

9、organizations, and higher education assisted in writing and reviewing the standards, which were then reviewed by the leadership and learning center, englewood, co. structure to the extent possible, skills and strategies included in the connecticut prek-8 english language arts curriculum standards te

10、mplate reflect a distinct progression from one grade level to the next. in general, however, literacy skills and strategies spiral across grade levels. therefore, differentiation of instruction from grade to grade requires students apply a greater depth of knowledge to increasingly complex instructi

11、onal materials. it is imperative educators examine the grade level expectations of previous grades, their own grade taught, and succeeding grades. grade level expectations are cumulative, and by the end of a particular grade level students should know and be able to do everything required up to and

12、including that grade level (e.g., at the end of grade four, gle expectations include skills and strategies from pre-k through grade four). teachers must continue to work with students who have not met prior years grade level expectations. alignment and integration the connecticut prek-8 english lang

13、uage arts curriculum standards template must be used, as a district develops its literacy curriculum, in conjunction with other content area frameworks and documents, such as: connecticut preschool framework connecticut preschool assessment framework early reading success state modules reading first

14、 state modules 2006 connecticut english language arts curriculum framework english language learner (ell) framework connecticut blueprint for reading achievement: the report of the early reading success panel beyond the blueprint: literacy in grades 4-12 and across the content areas connecticut mast

15、ery test fourth generation language arts handbook connecticut academic performance test reading and writing across the disciplines connecticuts framework for rti using scientific research-based interventions-srbi: improving education for all students information and technology literacy framework spe

16、cial education gifted and talented thinking about quality curriculum: what the experts teach us texts and materials a districts literacy curriculum must allow for students to have opportunity to read and interact with texts: offering a range of primary and secondary nonfiction texts (e.g., newspaper

17、, magazine and internet articles; reference books; journals; speeches; lectures; reports; summaries; interviews; editorials; essays; memos; letters; biographies; autobiographies; memoirs; quotes; reviews; contracts and legal documents; trade; workplace and consumer documents; narrated nonfiction; tr

18、avelogues; maps; charts; graphs; photographs; drawings; graphics; images; documentaries); offering a range of fictional texts (e.g., anthologies, artwork, movies, novels, novellas, picture books, plays, poems, short stories, song lyrics, vignettes) in varied genres (e.g., mysteries, suspense, thrill

19、ers, historical fiction, horror, humor, romance, science fiction, fantasy, myths, legends, westerns); considering diversity (e.g., age, disabilities, ethnicity, family background, gender, health, interest, lifestyle, nationality, native language, parental status, physical appearance, sexual orientat

20、ion, socio-economic status, race, talents); considering reading abilities (e.g., talented and gifted, english language learners, special education, struggling readers), and providing a balance (e.g., assigned v choice, classics v contemporary, difficult v easy, long v short, single source v multiple

21、 documents). additionally, it is expected curriculum challenge and engages all students, offering relevance to each students life in the 21st century. a curriculum must reflect enduring understandings, what is important for students to know and do, and with what is worth a student being familiar. su

22、ggested resources association for supervision and curriculum development prekindergarten reading students comprehend and respond in literal, critical and evaluative ways to various texts that are read, viewed and heard. state ela frameworksstate preschool frameworkgrade-level expectatio

23、nsassessments 1. reading and responding students read, comprehend and respond in individual, literal, critical and evaluative ways to literary, informational and persuasive texts in multimedia formats. 1.3 students select and apply strategies to facilitate word recognition and develop vocabulary in

24、order to comprehend text. educational experiences will assure that preschool children: show independent interest in reading-related activities attend to a story demonstrate book awareness recognize matching sounds and some printed letters recognize several printed words concepts about print 1.demons

25、trate book awareness, e.g., hold book upright, turn pages from front of book to the back, and scan pages from top to bottom and left to right. 2.recognize printed letters, e.g., letters in childs name. 3.recognize familiar printed words. 4.recognize print conveys meaning, e.g., environmental print.

26、5.demonstrate independent interest in reading-related activities, e.g., independently chooses a book and tells a story to peers. preschool assessment framework cog 10 shows understanding of stories cog 11 displays book knowledge cog 13 identifies printed words p hickory, dickory, dock nursery rhymes

27、. cog 10 prekindergarten reading students comprehend and respond in literal, critical and evaluative ways to various texts that are read, viewed and heard. state ela frameworksstate preschool frameworkgrade-level expectationsassessments 1. reading and responding 1.2 educational experiences will assu

28、re that preschool children: show independent interest in reading-related activities reading reflection/behaviors 31. choose a book to “read” and share it with teacher/classmates. 32. independently “read” books. p represent sounds, especially beginning and ending phonemes; use spaces to represent wor

29、ds; use left-to-right progression. 3.write first and last name with correct capitalization. 4.use directionality of print in writingleft to right, top to bottom. 5.use capital letters to begin sentences, names and the word “i.” 6.leave space between words. 7.recognize names of letters and are able t

30、o write uppercase and lowercase letters when the letter name or sound is dictated. 8.spell high-frequency words, e.g., i, a, it, go, the, and. 3. communicating with others 3.1 3.2 4. applying english language conventions 4.1 4.2 4.3 writing process 9.look at pictures and listen to discussions to gen

31、erate ideas for writing. 10.“write” for several minutes. 11.write name on paper. 12.revise by adding details to pictures or letters to words. 13.talk about writing with the teacher. 14.publish and present final products in a variety of ways, e.g., readers theater, word processing. kindergarten writi

32、ng students express, develop and substantiate ideas and experiences through their own writing and artistic and technical presentations. state frameworkgrade-level expectationsassessments 3. communicating with others 3.1 3.2 4. applying english language conventions 4.1 4.2 4.3 writing genres, traits

33、and crafts descriptive: 15.use pictures and letters to describe a topic, idea or event. narrative: 16.draw and write in journals about the days events. 17.draw and write a story with a character and a problem. expository: 18.dictate and write simple lists, labels, captions and informational sentence

34、s. persuasive: 19.dictate and write one idea for liking something. poetic: 20.write an abc poem. 21.write a name or acrostic poem. 22.demonstrate voice through the use of different colors, facial features and actions of “characters.” grade 1 reading students comprehend and respond in literal, critic

35、al and evaluative ways to various texts that are read, viewed and heard. state frameworkgrade-level expectationsassessments 1. reading and responding students read, comprehend and respond in individual, literal, critical and evaluative ways to literary, informational and persuasive texts in multimed

36、ia formats. 1.3 students select and apply strategies to facilitate word recognition and develop vocabulary in order to comprehend text. concepts about print 1.identify title page, table of contents, author and illustrator of books. 2.distinguish words from sentences. 3.match oral word to printed wor

37、d, e.g., pointing to a word as one. 4.read simple graphs, charts and diagrams. 1. reading and responding 1.3 phonological awareness 5.identify initial, medial and final sounds in words. 6.distinguish long and short vowel sounds in spoken one syllable words, e.g., bit/bite. 7.delete, add and substitu

38、te letter sounds in initial position to make different words. 8.identify the number of syllables in a spoken word. 9.blend up to four orally presented phonemes into a correct word. 10. segment one-syllable spoken words into phonemes. 1. reading and responding 1.3 phonics 11. identify uppercase and l

39、owercase letters when shown out of order. 12. match sounds to letters to read words. 13. know sounds for common letter patterns, e.g., sh, th, ch, oo, ee, igh, ing, ed. 14. decode words with common letter patterns, e.g. -ake, -ick. 15. decode orthographically regular one-syllable words, e.g., sit, t

40、ake, need and nonsense words, e.g., vit, dake, jeed. 16. decode compound words, contractions and words with common inflectional endings, e.g., -s, -es, -ed, -ing. 17. use context clues and pictures to aid in the decoding of new words when letters are not sufficient. 1. reading and responding 1.3 hig

41、h-frequency words 18. read at least 110 high-frequency words, e.g., dolch or fry. grade 1 reading students comprehend and respond in literal, critical and evaluative ways to various texts that are read, viewed and heard. state frameworkgrade-level expectationsassessments 1. reading and responding 1.

42、3 fluency 19. read aloud, attending to punctuation, e.g., pause at commas and periods, use inflection with question marks, use excitement with exclamation marks. 20. read aloud familiar informational/expository text and literary/narrative text in a manner that sounds like natural speech. 21. read al

43、oud, while comprehending, unpracticed text with fluency at 40-90+ words correct per minute. 1. reading and responding 1.3 vocabulary 22. recognize words have more than one meaning. 23. classify categories of words, e.g., can tell which of the following are fruits and which are vegetables: oranges, c

44、arrots, bananas, peas. 24. explain content-specific vocabulary. 25. identify common antonyms and synonyms. 1. reading and responding 1.1 students use appropriate strategies before, during and after reading in order to construct meaning. 1.2 students interpret, analyze and evaluate text in order to e

45、xtend understanding and appreciation. 2. exploring and responding to literature students read and respond to classical and contemporary texts from many cultures and literary periods. 2.1 students recognize how literary devices and conventions engage the reader. reading comprehension students will in

46、dependently accomplish all before, during and after comprehension grade-level expectations. teachers will continue to spiral all previous grade-level expectations. students will read, view, listen to and write about a variety of fiction and nonfiction contemporary, classical, multicultural and cultu

47、rally relevant texts in all content areas. teachers will be culturally responsive to students. students will provide evidence from text to support all oral, written and presented responses about text. before reading 26. identify the elements of a genre to help understand the characteristics of diffe

48、rent text, e.g., fairy tales, problem and solution in fictional stories, repetitive phrases of nursery rhymes. 27. make predictions about text by looking at the title, cover and author. 28. tell the purpose for reading a text when the objective is stated. 29. make connections to texts based on prior

49、 knowledge of the topics. grade 1 reading students comprehend and respond in literal, critical and evaluative ways to various texts that are read, viewed and heard. state frameworkgrade-level expectationsassessments 1. reading and responding 1.1 1.2 2. exploring and responding to literature 2.1 2.2

50、students explore multiple responses to literature. 2.3 students recognize and appreciate that contemporary and classical literature has shaped human thought. 2.4 students recognize that reads and authors are influences by individual, social, cultural and historical contexts. during reading 30. ask a

51、nd answer questions about text. 31. recognize and use text features, such as a map or graph, to find information. 32. read nonfiction text to gain specific information, e.g., main idea and details. 33. read and follow simple directions. 34. create mental imagery about text when prompted by the teach

52、er. 35. make connections, including text-to-text and text-to-self connections. 36. make and confirm predictions. 37. make inferences to construct meaning. 38. reread when simple sentences fail to make sense. 39. use cueing system to determine meaning of unknown words, e.g., meaning, structure and vi

53、sual. dra degrees of reading power (drp) connecticut mastery test (cmt) reading comprehension a4 use information from the text to make predictions based on what is read. a5 use context clues to determine meanings of unknown or multiple-meaning words or figurative language. grade 1 reading students c

54、omprehend and respond in literal, critical and evaluative ways to various texts that are read, viewed and heard. state frameworkgrade-level expectationsassessments 1. reading and responding 1.1 1.2 1.4 students communicate with others to create interpretations of written, oral and visual texts. 2. e

55、xploring and responding to literature 2.1 2.2 2.3 2.4 after reading cmt strands highlighted below general understanding 40. answer “who,” “what,” “when,” “where,” “why” and “how” questions about nonfiction text. 41. identify story elements, e.g., characters, setting, plot, theme, conflict and point

56、of view. 42. identify the topic of and two facts about nonfiction text. 43. summarize information with a beginning, middle and end. 44. follow one-step written directions. developing an interpretation 45. identify whether text is fiction or nonfiction. 46. support oral and written responses with evi

57、dence from text. cmt reading comprehension a1 determine the main idea (nonfiction) theme (fiction) the text. a2 identify or infer important characters, problems, settings, events, relationships and details. a3 select and use relevant information from the text in order to summarize events and/or idea

58、s in the text. b1 identify or infer the authors use of structure/organizati onal patterns. b3 use stated or implied evidence from the text to draw and/or support a conclusion grade 1 reading students comprehend and respond in literal, critical and evaluative ways to various texts that are read, view

59、ed and heard. state frameworkgrade-level expectationsassessments making reader/text connections 47. make text-to-self and text-to-text connections. content and structure 48. identify the words an author or orator uses to create an image in the readers mind. 49. develop and ask one question that woul

60、d provide more information about a topic after reading a nonfiction text. 50. write a different ending to a story. c1 make connections between the text and outside experiences and knowledge. c2 select, synthesize and/or use relevant information within the text to write a personal response to the tex